"Let's Not Leave This Problem": Exploring Inclusive Education in Rural South Africa

Autor/inn/en	Mitchell, Claudia; De Lange, Naydene; Thuy, Nguyen-Thi Xuan
Titel	"Let's Not Leave This Problem": Exploring Inclusive Education in Rural South Africa
Quelle	In: Prospects: Quarterly Review of Comparative Education, 38 (2008) 1, S.99-112 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-008-9057-y
Schlagwörter	Social Justice; Inclusive Schools; Educational Change; Foreign Countries; Social Isolation; Educational Policy; Mainstreaming; Disabilities; Special Needs Students; Access to Education; Rural Areas; Acquired Immunodeficiency Syndrome (AIDS); Teacher Attitudes; Poverty; Social Bias; Social Attitudes; Developing Nations; South Africa + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Inclusive school; Integrative Schule; Bildungsreform; Ausland; Soziale Isolation; Politics of education; Bildungspolitik; Handicap; Behinderung; Sonderpädagogischer Förderbedarf; Education; Access; Bildung; Zugang; Bildungszugang; Rural area; Ländlicher Raum; Lehrerverhalten; Armut; Social attidude; Soziale Einstellung; Developing country; Developing countries; Entwicklungsland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Inclusive education represents a new agenda for educational reform that spans a wide range of socio-political, cultural, ethical, personal and interpersonal dimensions. Working towards educational inclusion demands commitments, responsibilities and initiatives on the part of all parties to take into consideration the meanings and purpose of education and social justice, to engage and take collective actions in their struggle to combat the diverse forms of educational and social exclusion. This paper presents an educational initiative to implement inclusive education in rural KwaZulu-Natal, an area of South Africa that is most seriously affected by the pandemic of HIV and AIDS. Through the implementation of participatory video-making projects in two schools, the authors seek to empower the voices and actions of teachers in an effort to cope with the problems of poverty and marginalization facing many children. The outcomes of this type of participatory work with teachers have implications for the policy-making process, which in turn, could change the ways educational policy research is structured and implemented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10